SGO Information from the New Jersey Department of Education

1. SGO 2.0: from Compliance to Quality
Increasing SGO Quality through Better Assessments and Target Setting 1

2. Note for Districts Using this Presentation and Resources
•
This presentation has been designed by the Department for use by educators in districts to help them increase SGO quality.
•
Read the notes below each slide carefully for additional information and context for the contents of the slides. (For PDF format, download file to view notes.)
•
Links to resources in PDF format are embedded in the presentation. Other formats are available on the AchieveNJ website SGO page.
•
Even though the contents of this presentation represent emerging best practices in SGOs and well established rules for assessment design, districts should understand that these are guidance materials only. They should be adapted and modified to meet district-specific needs and priorities.
•
For clarification on any of the topics covered by this presentation please visit http://www.state.nj.us/education/AchieveNJ/ or email educatorevaluation@doe.state.nj.us.
2

3. Objectives for Today
1.
Clarify what SGOs are and what they are not.
2.
Develop a foundational understanding of how to develop and choose high quality assessments.
3.
Investigate appropriate ways to set targets using readily available student data.
4.
Develop a series of concrete next steps that will allow you to increase the quality of SGOs in your district.
3

4. Clarify what SGOs are and what they are not.
Part 1 4

5. Requirements for Student Achievement Measures 5
The standards for approval of educator evaluation rubrics at a minimum shall include:
•
a provision ensuring that performance measures used in the rubric are linked to student achievement.
•
A Student Growth Objective is an academic goal that teachers and evaluators set for groups of students.
•
It shall be specific and measurable, based on available student learning data, aligned to Core Curriculum Content Standards (or other standards adopted or endorsed by the State Board), and based on growth and/or achievement.
TEACHNJ Act

6. For Educators
SGOs provide a method by which teachers can improve their practice through high quality goal setting while clearly demonstrating their effectiveness through the learning exhibited by the students for whom they are responsible.
The Value of SGOs
For Evaluators
SGOs provide an authentic measure of teacher effectiveness that is aligned to the learning exhibited by students through an educator’s daily practice of teaching.
For Students
When well-designed, SGOs promote reflective and collaborative teaching practices, alignment among standards, instruction and assessment, and improve student learning.
6

7. What SGOs Are, and What They Are Not
Misconception
SGOs need to be a significant addition to the work of a teacher.
Reality
SGOs should be a reflection of what effective teachers typically do.
#1 7

8. Standards
Instruction
Assessment
SGO
SGOs should be a reflection of what effective
teachers typically do
8

9. Excerpt from SGO Quality Rating Rubric
Excellent
Number of students in combined SGOs represents all or a large majority of the teacher’s students.
Includes start and stop dates that include a significant proportion of the school year/course length.
Includes a significant proportion of standards for which the teacher is responsible during the instructional period. 9
SGO Quality Rating Rubric

10. 10
General and Specific SGOs
General Specific
•
Captures a significant proportion of the students and key standards for a given course or subject area
•
Focuses on a particular subgroup of students, and/or specific content or skill
For teachers whose general SGO already includes all of their students, or those who receive an SGP
Most teachers will be setting this type of SGO

11. Name
School
Grade
Course/Subject
Number of Students
Interval of Instruction
9
Physics 1
55/55
October-April
Standards, Rationale, and Assessment Method
Name the content standards covered, state the rationale for how these standards are critical for the next level of the subject, other academic disciplines, and/or life/college/career. Name and briefly describe the format of the assessment method.
Standards NJCCCS physical science 5.2.12 C, D and E NJCCCS science practices 5.1.12 A-D
Rationale
•
This SGO includes all of the NJCCCS related to physics creating a foundation important for students who will take AP and/or college-level physics and is fundamental to many careers including architecture, mechanics, engineering, medicine.
•
The SGO also includes all of the science practice standards, standards crucial in helping student become scientific thinkers. This mindset is valuable for making decisions when a large amount of information is available and must be analyzed for value and accuracy. It is critical in most academic disciplines. Assessment Physics department’s common assessment administered at the end of the 3rd marking period Written: 60 multiple choice (4 choice), 5 short response questions, Practical: Students design a simple apparatus, take measurements and collect data.
High-quality test normally administered at this time
2014-15 SGO Form
Significant proportion of students, standards and course 11
2014-15 SGO Form

12. What SGOs Are, and What They Are Not
Misconception
SGOs are an administrator-driven compliance exercise
Reality
SGOs are driven by teachers, supported by administrators, and centered on student learning
#2 12

13. SGOs are driven by teachers, supported by administrators, and centered on student achievement
Administrator-supported
Provide a supportive and collaborative environment
Assess quality and provide approval and final score of SGOs
Teacher-driven
Identify critical standards and develop assessments
Use appropriate data to set ambitious and achievable targets
Monitor performance and adjust instruction as needed
Student-centered
What should my students learn by when?
How will I ensure they learn it?
How will I know they have learned it?
13

14. Develop a foundational understanding of how to develop and choose high quality assessments.
Part 2 14

15. Turn and Talk
What is the relationship between assessment quality and SGO quality? 15

16. Poorly designed assessments do not accurately measure student knowledge and learning.
If SGOs are based on low-quality assessments, then the SGO process cannot yield accurate or meaningful results.
If SGOs do not yield accurate or meaningful results, they will fail to promote good instruction and improve student learning.
SGO Quality
Assessment Quality
depends upon 16

17. Teachers may use but are not limited to:
•
Portfolios
•
Performance Assessments
•
Benchmark Assessments
•
Finals (modified as needed)
•
Program-based Assessments
•
Standardized Tests, e.g. AP
17
Types of Assessments for SGOs
Whether locally-developed or commercial, multiple choice or rubric-based, assessments should follow the rules of good assessment design.

18. What Does Good Assessment Look Like? 18

19. Elements of Assessment Design
Assessment Design
Range of Rigor/DOK
Valid/
Accurate Inferences
Align to Standards
Reliable/Consistent
Accessible
Purpose
Purpose 19
Note Taking Handout

20. Elements of Assessment Design
Begin with the End in Mind
Purpose
SGO assessments are measures of how well our students have met the learning goals we have set for them 20

21. Assessment Design
Range of Rigor/DOK
Valid/
Accurate Inferences
Align to Standards
Reliable/Consistent
Accessible
Purpose
Elements of Assessment Design
Valid/Accurate Inferences 21

22. Elements of Assessment Design
Valid/
Accurate Inferences 22

23. Elements of Assessment Design
Valid/Accurate Inferences
Why does it matter?
The assessment should measure what it sets out to measure.
What does it look like?
The assessment is aligned to standards, skills, and rigor of the instruction and content of the course.
The assessment is accessible to all students. 23
Valid/
Accurate Inferences

24. Assessment Design
Range of Rigor/DOK
Valid/
Accurate Inferences
Align to Standards
Reliable/Consistent
Accessible
Purpose
Elements of Assessment Design
Align to Standards 24

25. Elements of Assessment Design
Align to Standards 25

26. Analyze This Item
Perhaps the most famous of all the arts of the Ming Era was:
A.
the elaborate puzzles of the period, which were popular even in Europe.
B.
blue-and-white porcelain, which Europeans collected in great quantities.
C.
the construction of large, elaborate palaces, the finest example of which is the Imperial City in Beijing.
D.
high-quality Berber rugs, which are still popular today.
6.2.12.C.1.b - Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to America, and determine the impact trade on the New Worlds economy and society.
•
How valid is the inference we can make about student learning using this question?
•
How can we make this a better assessment item? 26
Handout

27. 27

28. Item is not aligned to standards
6.2.12.C.1.b - Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to America, and determine the impact trade on the New World’s economy and society.
essential commodities
Perhaps the most famous of all the arts of the Ming Era was:
A.
the elaborate puzzles of the period, which were popular even in Europe.
B.
blue-and-white porcelain, which Europeans collected in great quantities.
C.
the construction of large, elaborate palaces, the finest example of which is the Imperial City in Beijing.
D.
high-quality Berber rugs, which are still popular today.
arts of Era 28

29. Given limited resources, especially time, on which standards do we focus our SGOs and assessments?
Elements of Assessment Design
Align to Standards
29

30. Determine the relative importance of the standard using the following criteria
1.
How much time is spent teaching the standard?
2.
Does the standard have value beyond the current course in:
i.
the next level of the subject,
ii.
other academic disciplines, or
iii.
life/college/career?
Elements of Assessment Design
Align to Standards 30

31. •
Using the criteria described, assign a score between 1 and 4 (1 is low priority, 4 is critical) for the four standards provided.
•
Rank the standards in order of importance (1st, 2nd, 3rd, etc. - ties not allowed).
•
Provide a justification for your decision.
Practice Time 31
Activity Handout

32. Standard Name
CCSS.ELA-LITERACY.RL.5.4 Determine the meaning of words and phrases as they are used in a text
CCSS.ELA-LITERACY.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described
CCSS.ELA-LITERACY.RL.5.9 Compare and contrast stories in the same genre
CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text
Determine the relative importance of the standard being taught during the SGO period* 32
Rating*
Rank*
Rationale for Rating and Rank*
* Answers will vary based on many factors.

33. Standard Name
Determine the relative importance of the standard being taught during the SGO period*
Assessment Design
More Questions/Points
Fewer Questions/Points
Rating
Rank
4
1st
4
2nd
2
3rd
2
4th
Rationale for Rating and Rank*
33
Rating*
Rank*
* Answers will vary based on many factors.

34. 2014-15 SGO Form
Standards, Rationale, and Assessment Method
Name the content standards covered, state the rationale for how these standards are critical for the next level of the subject, other academic disciplines, and/or life/college/career. Name and briefly describe the format of the assessment method. 34
Standards NJCCCS physical science 5.2.12 C, D and E NJCCCS science practices 5.1.12 A-D Rationale
•
This SGO includes all of the NJCCCS related to physics creating a foundation important for students who will take AP and/or college-level physics and is fundamental to many careers including architecture, mechanics, engineering, medicine.
•
The SGO also includes all of the science practice standards, standards crucial in helping student become scientific thinkers. This mindset is valuable for making decisions when a large amount of information is available and must be analyzed for value and accuracy. It is critical in most academic disciplines.

35. Using Commercial Products for SGOs 35

36. Assessment Design
Range of Rigor/DOK
Valid/
Accurate Inferences
Align to Standards
Reliable/Consistent
Accessible
Purpose
Elements of Assessment Design
Range of Rigor/Depth of Knowledge 36

37. Elements of Assessment Design
Range of Rigor/DOK 37

38. Elements of Assessment Design
Range of Rigor/Depth of Knowledge
Why does it matter?
An assessment that accurately reflects the range of rigor of the course and instruction increases the validity of inferences educators can make about student learning.
Provides access points to students of varying ability.
What does it look like?
The assessment requires a range of thinking skills as proposed by Bloom’s taxonomy and Webb’s Depth of Knowledge (DOK) that reflects the rigor of the course.
Range of Rigor/DOK 38

39. Elements of Assessment Design
Depth of Knowledge Wheel
4 minute video explaining DOK using the Gettysburg Address
Range of Rigor/DOK 39
Handout

40. Determine the Rigor of this Item
Examine the following political cartoon and answer the following questions.
1.
What does the snake in this cartoon represent?
2.
Whom is the snake attacking?
•
What DOK level does this item represent?
•
What modifications could you make to the question to make it more rigorous? 40
Handout

41. Determine the Rigor of this Item
Examine the following political cartoon. Use details from the cartoon to:
1.
Explain the symbolism of the snake in the political cartoon.
2.
Explain why the artist used children to represent free press, free speech, and honest opinion.
What DOK level does this modified item represent? 41

42. A high quality assessment has a range of rigor that:
•
Is representative of the rigor of instructional level and content delivered in the course, and
•
Provides stretch at both ends of ability levels
Elements of Assessment Design NOT Rigor for Rigor’s Sake
Range of Rigor/DOK 42

43. Elements of Assessment Design
Assessment Design
Range of Rigor/DOK
Valid/
Accurate Inferences
Align to Standards
Reliable/Consistent
Accessible
Purpose
Accessible 43

44. Elements of Assessment Design
Accessible 44

45. Elements of Assessment Design
Accessible Assessment
Why does it matter?
Promotes similar interpretations of the data.
It’s fair to all students.
What does it look like?
Provides equal access to all students regardless of personal characteristics/background and pre-existing extra-curricular knowledge.
Questions and structure do not disadvantage students from certain groups or those without particular background knowledge.
Appropriate modifications for students with learning plans.
Format, wording, and instructions are clear.
Accessible 45

46. Directions:
Choose the one answer that best solves the problem.
If one card is taken at random from a deck of playing cards, what is the probability that the card will be an ace?
A) 8%
B) 50%
C) 25%
D) 10%
Directions:
Choose the one answer that best solves the problem.
There are 4 aces in a deck of 52 playing cards. If one card is taken at random from the deck, what is the probability that the card will be an ace?
A) 8%
B) 50%
C) 25%
D) 10%
Examples 46

47. Directions:
Choose the one word or phrase that best completes the sentence.
The soldiers and their wives excitedly attended the _________.
A) funeral
B) celebration
C) meeting
D) workshop
Directions:
Choose the one word or phrase that best completes the sentence.
The soldiers and their spouses excitedly attended the _________.
A) funeral
B) celebration
C) meeting
D) workshop
Examples 47

48. Examples 48

49. Directions: Choose the one word that completes the sentence. Quarterbacks are often sacked during games _______ they do not have a good offensive line protecting them.
A)
even though
B)
although
C)
in spite of
D)
because
Directions: Choose the one word or phrase that best completes the sentence. Some students are often late to class _______ they visit their lockers too frequently.
A)
even though
B)
although
C)
in spite of
D)
because
Check for Understanding 49

50. Elements of Assessment Design
Assessment Design
Range of Rigor/DOK
Valid/ Accurate Inferences
Align to Standards
Reliable/ Consistent
Accessible
Purpose
Reliable/Consistent 50

51. Elements of Assessment Design
Reliable/ Consistent 51

52. Elements of Assessment Design
Reliable/ Consistent
Reliable/Consistent Assessment
Why does it matter?
Provides information about student learning that can be trusted.
What does it look like?
Assessment administration and scoring is standardized and comparable.
Assessment items yield consistent results over time. 52

53. Turn and Talk
•
Discuss the items in the table below. How do these enhance the reliability of the assessment? Which do you have in place now? Are there others you could add to this list?
•
Develop systems so that the same assessment is administered in the same way each time.
•
Ensure scoring is done by educators trained using clear criteria; use multiple scorers, cross-scoring and/or audits to increase consistency.
•
Keep the assessment secure before and after test.
•
Provide a supportive physical and emotional environment for students.
•
Provide clear directions and scoring criteria to students before they start the assessment.
•
Allow enough time to complete the assessment.
•
Make the assessment long enough (length is related to reliability). 53

54. Check for Understanding
•
How would you describe the reliability of this scale?
•
How about the validity of the information you get from it?
Day
Weight (lbs)
Scale
Time of Day
Monday
130
Bathroom
Morning
Tuesday
130
Bathroom
Morning
Wednesday
130
Bathroom
Morning
Thursday
145
Drs Office
Morning
Friday
130
Bathroom
Morning 54

55. Elements of Assessment Design Bringing the elements together into a coherent whole
Assessment Design
Range of Rigor/DOK
Valid/ Accurate Inferences
Align to Standards
Reliable/ Consistent
Accessible
Purpose
Blueprint 55

56. Elements of Assessment Design
A blueprint document describes the content and structure of an assessment. It defines the:
•
Standards measured
•
Relative importance of the standards on the assessment
•
Item types, number and point value
•
DOK of each item
Blueprint 56

57. Elements of Assessment Design
Blueprint 57

58. Elements of Assessment Design
PRIOR TO TEST DESIGN
DURING TEST DESIGN
Standard and
Description of Standard (NJCCCS, CCSS, etc.)
Relative Importance of Standard
4= High
3= Medium-high
2= Medium-low
1= Low
Type of Question
(multiple-choice, constructed- response, essay, etc.)
Depth of Knowledge of Question
4= Extended Thinking
3 = Strategic Thinking
2 = Skill/ Concept
1 = Recall
Question Number/ Points
Total Point Value/ Percentage of Test
4.NBT.B.4
Add and subtract multi-digit whole numbers
4
MC
2
#1/5 pts
30 pts /10%
MC
3
#3/5 pts
CR
3
#6 /20 pts
Blueprint 58
Assessment Blueprint and Completion Guide

59. Elements of Assessment Design
AFTER TEST DESIGN CHECKLIST

Is the assessment of a length and format that is appropriate for subject/grade level?

Is the complete assessment and each assessment item accessible to all students?

Can the assessment be administered under comparable conditions across classrooms?

Can the assessment be scored consistently with a readily accessible scoring guide and/or rubric?

Does each item follow the rules of assessment item design?
Blueprint 59
Rules of Item Design

60. Investigate appropriate ways to set targets using readily available student data.
Part 3 60

61. What SGOs Are, and What They Are Not
Misconception
Reality
SGOs are learning targets for key concepts and skills that students can be expected to master in a course based on a rough sense of where they start.
#3
SGOs are a statistically precise measure of growth based on a pre-test/post- test model of performance. 61

62. Pre-tests - The Siren Song of Simplicity 62

63. Important Considerations if Using the Pre-test Post-test Model
•
Inherent Testing Error
Error, present in all tests, is compounded in a pre- post- model, and often greater than the learning gains of the students.
•
Reliability of Results Especially in Pre-test
“Don’t worry about it – this doesn’t count.”
•
Stretches Teacher and Student Capacity
Two high quality assessments must be developed and administered.
Unnecessary tests can interfere with other important work occurring at the start of the school year.
•
Lack of Value for Instructional Purposes
“Yep, just as I thought – my kids don’t know any Mandarin yet.”
•
Difficult to Set Reasonable Targets
Impossible to extrapolate future learning from one data point.
63

64. What is the Alternative to Pre-/Post-testing Model for SGOs?
•
Create learning targets for key concepts and skills that students can be expected to master in a course based on a rough sense of where they start using a variety of typically-collected information about student learning 64

65. Predict the Final Picture 65

66. Predict the Final Picture 66

67. Predict the Final Picture 67

68. Predicting Student Learning Based on a Rough Sense of Where They Begin
0
10
20
30
40
50
60
70
80
90
100
0
2
4
Learning
Time
0
10
20
30
40
50
60
70
80
90
100
0
2
4
Learning
Time
?
?
? 68
Expected learning cannot be determined using one data point.
Expected learning is better- determined using multiple measures of starting points.

69. 1.
2.
3.
4.
5.
List the information you have used or could potentially use to determine students’ starting points.
69

70. 1.
Current grades
2.
Recent test performance
3.
Previous year’s scores
4.
Well-constructed and administered high- quality diagnostic assessments
5.
Important markers of future success
List the information you have used or could potentially use to determine students’ starting points. 70

71. Sample Rubric for Important Markers of Future Success
Criterion
Level 4
Level 3
Level 2
Level 1
Active Participant
•
Always prepared
•
Engaged in all of the learning process
•
Mostly prepared
•
Engaged in most of the learning process
•
Sometimes prepared
•
Engaged in some of the learning process
•
Rarely prepared
•
Engaged in little or none of the learning process
Academic Independence
•
Consistently demonstrates intellectual curiosity
•
Consistently self- motivated and independent
•
Frequently demonstrates intellectual curiosity
•
Usually self- motivated and independent
•
Sometimes demonstrates intellectual curiosity
•
Sometimes self- motivated and independent
•
Rarely demonstrates intellectual curiosity
•
Rarely or never self- motivated, frequently depends on prompting and/or teacher assistance
Class Attendance
•
Never absent
•
Rarely absent
•
Sometimes absent
•
Frequently absent 71
Rubric for Important Markers of Future Success

72. Student ID
Prior Year Final Grade
Current Year Test Scores
Markers of Future Success
Preparedness
Group
Math
Average Score
Participates in Class
Completes Homework
Number
1
86
98.5
Yes
No
1
1
2
73
92.5
Yes
Yes
2
1
3
96
95
Yes
Yes
2
1
4
92
85.5
Yes
No
1
1
5
67
54
No
No
0
3
6
69
58
No
No
0
3
7
78
72.5
Yes
No
1
2
8
94
80.5
No
No
0
2
Prior Year Math Grade
Current Year Test Score Average
Number of Future Success Markers
Preparedness Group
<70
<70
0
3
70 – 84
70 – 84
1
2
85 – 100
85 – 100
2
1
Physics 1 SGO Using Multiple Measures of Starting Points to Determine Three Groups*
The teacher may assign a specific preparedness group when a majority of measures indicate a specific group using the guide at left.
8
* May be more or fewer than three groups

73. 2014-15 SGO Form
Starting Points and Preparedness Groupings
State the type of information being used to determine starting points and summarize scores for each type by group. Add or subtract columns and rows as needed to match number of preparedness groups and types of information used.
Information #1
Information #2
Information #3
Prior Year Test Score
Current Year Test Score Average
Markers of Future Success
High
250 – 300
85 – 100
9-12
Medium
200 – 249
70 – 84
5-8
Low
<200
<70
0-4
Preparedness Group
Prior Year Test Score
Current Year Test Score Average
Markers of Future Success
High
250 – 300
85 – 100
9-12
Medium
200 – 249
70 – 84
5-8
Low
<200
<70
0-4 73
Preparedness Group

74. Determine Appropriate Learning Targets 74
•
Determine the level of performance on the assessment that would indicate a sense of competence/mastery of the content and skills.
•
Modify learning targets so they are ambitious and achievable for the preparedness level of the students .
Student Growth Objective*
85% of students will meet their learning targets as shown in the table below.
Preparedness Group
(e.g. 1,2,3)
Number of Students in Each Group
Target Score on SGO Assessment
1
31
≥90
2
63
≥80
3
16
≥75
4
15
≥65
*This table has an extra row for four preparedness groups.

75. Appropriate Role of the Pre-test/Post-test Model in SGOs
•
Where improvement in a set of skills is being evaluated
•
When assessments are high quality and vertically aligned
•
When pre-tests are normally used for diagnostic purposes
•
In combination with other measures to help group students according to preparedness level 75
Student
Initial
DRA Level
High Frequency Word Recognition
Markers of Future Success
Preparedness Group
DRA Target
1.
3
25
5
2
14
2.
3
35
10
1
16
3.
3
26
8
2
14
Grade 1 Reading - DRA

76. 76
Scoring Plan*
Preparedness Group
Student Target Score on Assessment
Teacher SGO Score Based on Percent of Students Achieving Target Score
Exceptional (4)
Full
(3)
Partial
(2)
Insufficient
(1)
1
≥90
≥90%
≥80%
≥70%
<70%
2
≥80
≥90%
≥80%
≥70%
<70%
3
≥75
≥90%
≥80%
≥70%
<70%
4
≥65
≥90%
≥80%
≥70%
<70%
*This table has an extra row for four preparedness groups. Percentages and target scores are for illustrative purposes only . Educators should tailor these numbers to best reflect their situations.
Determine Teacher’s SGO Score
•
Use and adjust ranges of student performance to derive a score that accurately reflects teacher’s effectiveness while taking into account the fluid nature of teaching and learning.

77. 77
Consider Tailoring SGOs and Scoring Plans for Different Situations
Small Class Size
Full Attainment of Objective (3 points)
Number of students per group attaining differentiated learning targets
At least 5/7 students in group 1 will score 85% on assessment.
Proportion of students meeting individual goals
75% of the 12 students in class will attain their individual learning targets.
Average proficiency score in the class by group or overall
The average score of the six students in the class will be 80%.
Resource Room
Exceptional Attainment of Objective
(4 points)
Account for students who graduate from a short-term program
Students will achieve a score of 90% or graduate from the program.
Scoring Plans with Finer Increments
Score
4.0
3.5
3.0
2.5
2.0
1.5
1.0
% Students
≥95
≥85
≥80
≥75
≥70
≥65
<65

78. Part 4
Develop a series of concrete next steps that will allow you to increase the quality of SGOs in your district.
78

79. Possible Next Steps

Share information from this workshop with all members of your DEAC and develop a strategy for developing higher quality assessments and SGOs throughout the district.

Review the materials from this workshop and plan the time and method for delivering to staff in a PD session.

Ask building leaders to create an SGO assessment inventory and check quality against the elements of assessment design and item design rules.

Ask teachers to identify 3 sets of data to determine student starting points.

Build in time during PLC/team time for assessment development early in the next school year.

Use the SGO quality rating rubric to determine quality of SGOs during the approval process (deadline - October 31st, 2014).
79
Activity Handout

80. Resources
•
Updated SGO guidebook and forms
•
Expanded SGO library
•
Assessment quality webinars (upcoming)
•
Teacher practice workshops (July-August)
Information
www.nj.gov/education/AchieveNJ
Questions
educatorevaluation@doe.state.nj.us
609-777-3788 80